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0:09 Brazil In the name of Allah, the Most 0:29 Gracious, the Most Merciful. Peace be 0:30 upon you, and Allah's mercy and 0:32 blessings. My brothers and sisters, may 0:33 Allah have mercy on you. Praise be to 0:35 Allah, we are gathered again today on 0:39 Silaturahim Radio for the "School 0:43 Window" program, which we hope will 0:46 inspire us all as parents and educators 0:50 . Let us not forget to send peace and 0:53 blessings to the leader of the faithful 0:54 , our beloved Muhammad, the Messenger 0:55 of Allah, peace and blessings be upon 0:56 him. May we receive his intercession 1:00 and be reunited with him on the day we 1:03 long for, the Day of Judgment. Brothers 1:09 and sisters, in the journey of our 1:12 children, strengthening their abilities 1:16 and preparing steps for the future 1:19 toward our desired destination is truly 1:23 a part of our deepest aspirations. Well 1:30 , earlier off-air, we discussed this, 1:32 and our guests have arrived from SMA IT 1:40 Insan Mandiri, Mr. Widiandoko 1:44 Kasiarnodi Putro, ST, M.Pd., warmly 1:49 called Mr. Wiko, who is here with us. 1:55 Peace be upon you, and Allah's mercy 1:56 and blessings. Peace be upon you too, 1:58 Mrs. Ning. Thank you. Praise be to 2:01 Allah, I am well, Ma'am. 2:03 And next to him is Mrs. Neni Riana, 2:06 S.Pd. JR, representing what program 2:11 from the school? 2:12 Cita. 2:12 Aspirations. Very well. And today, 2:16 brothers and sisters, our topic is " 2:19 Save Your Future with SMA IT Insan 2:23 Mandiri Cibubur." Entering high school, 2:27 children's academic journeys become 2:30 increasingly challenging. They are not 2:34 only required to understand school 2:37 lessons but also need to prepare 2:40 themselves for various assessments and 2:44 university entrance selections, right? 2:49 Therefore, preparation shouldn't start 2:51 only when the exam is right in front of 2:54 them; children need to be equipped 2:56 gradually, in a directed manner, and 2:58 according to their needs. So, what 3:02 should we do? How does the school 3:05 prepare our students to face university 3:07 entrance selections? Hmm, this is our 3:10 discussion for today. We will listen 3:14 with our hearts and minds to the 3:16 explanation of the enrichment class 3:19 program from Mr. Wiko, who happens to 3:21 be the principal. No wonder you're 3:25 rarely seen, you're busy. Actually, Mr. 3:29 Wiko, what is the background behind the 3:32 school presenting this program? The 3:35 enrichment class for students. 3:37 Okay, thank you, Mrs. Ning. So, why did 3:40 we create the enrichment class program 3:44 for students? Yes. 3:46 We want to prepare our high school 3:50 students to be ready and familiar with 3:53 the test models for university entrance 3:57 . But that's not all; our target isn't 4:01 just state universities, but we are 4:05 also preparing them for government 4:08 institutions or official government 4:12 service schools from the start, 4:15 depending on where they want to go, 4:18 Mrs. Ning. Sometimes children want to 4:23 enter government service schools or 4:27 public universities. These are two 4:32 different paths, right? That is why we 4:37 are presenting the enrichment class 4:40 program for students, and it starts 4:43 from 10th grade. So it's not just for 4:47 12th grade, but also for 10th, 4:49 11th, and 12th. The goal is to ensure 4:54 the students are truly ready and mature 4:57 , both cognitively and emotionally, in 4:59 facing entrance exams, Ms. Ning. 5:03 So, this preparation will truly support 5:06 the needs of our sons and daughters. 5:09 How does this program help students 5:13 prepare for the TKA, as well as the 5:16 mentioned civil service or state 5:19 university exams? 5:23 Or in preparing strategies for the SNBT 5:25 . 5:27 Right, thank you. To address student 5:31 strategies, we need to introduce the 5:35 models for SNBT, TKA, and civil service 5:40 exams early on, as all three are very 5:44 different from daily coursework. We 5:50 know that TKA questions are mostly 5:53 based on daily learning materials, Ms. 5:57 Ning. As for TKA, and for SNBT, 6:02 starting last academic year, there are 6:06 no longer subject streams like Science 6:09 or Social Studies. All students take 6:13 the same test, which consists of 6:16 applied questions. Ms. Ning. These 6:19 applied questions are not part of their 6:22 daily lessons. That is why we prepare 6:26 them in our enrichment program, so they 6:29 won't be surprised when facing these 6:32 types of questions. Regarding civil 6:37 service exams, we know the questions 6:40 vary depending on which school the 6:42 student is aiming for. Whether they 6:46 want to go to STAN, the Military 6:48 Academy, the Police Academy, and so on. 6:51 We conduct an assessment for students 6:55 based on their goals and the paths they 7:00 want to take in life. So, for those who 7:05 want to focus on civil service schools, 7:08 we specifically prepare them for those 7:11 tests, Ms. Ning. Regarding the state 7:17 university track, we first prepare for 7:20 the achievement-based path. The 7:24 achievement track is what we prepare 7:25 for first. Besides enrichment, we also 7:28 have a Tahfiz program for those 7:30 achievements. Secondly, we also prepare 7:33 them for the written test program. Our 7:38 hope is that this program will be 7:41 incredibly helpful for students in 7:45 preparing for TKA, SNBT, or civil 7:48 service exams, Ms. Ning. Wow, the 7:53 enrichment class is truly extraordinary 7:55 . By the way, what subjects are 7:58 included there? 8:00 Okay, the subjects include compulsory 8:03 mathematics. This is compulsory for 8:06 both Science and Social studies 8:07 students, it's the same. 8:09 Then there are also several elective 8:11 subjects. These electives are chosen 8:15 because since they are in 12th grade, 8:17 they have already specialized in 8:19 Science or Social Studies and must 8:22 choose two subjects to focus on for 8:24 testing. So, what we are teaching or 8:28 preparing for the science track 8:30 includes physics, chemistry, biology, 8:33 and elective mathematics. For the 8:37 social studies track, we also have 8:39 social studies subjects that we prepare 8:41 for the students. And for the official 8:44 service schools, it is indeed a bit 8:46 different. For these official schools, 8:48 we have prepared tests such as civics 8:50 or numerical tests for them. In the 8:53 management program, we prepare the 8:56 children to head in that direction. 8:58 Ma'am. 8:59 Yes. So, brothers and sisters, can you 9:04 imagine what the difference is between 9:07 this enrichment class and the subjects 9:10 mentioned earlier or others? Okay. In 9:15 regular classes, it is based on the 9:18 textbook, with existing chapters such 9:20 as mandatory mathematics, covering 9:23 trigonometry, exponents, and logarithms 9:25 . However, in reality, when they enter 9:30 the world of university entrance exams, 9:33 state university tests, and official 9:36 school exams, 9:38 there are more applied math problems, 9:42 problems applied to daily life. So, 9:48 here we try to introduce those types of 9:51 questions, and in this enrichment class 9:53 , 9:55 yes. 9:55 the students can be more prepared, 9:58 parents. So the difference is that in 10:02 regular classes, 10:03 it is based on books. In enrichment, we 10:07 focus on the goal the student wants to 10:09 achieve. 10:10 Whether it is for official schools or 10:12 state universities. I see. That is the 10:15 difference. Being able to distinguish 10:19 their aspirations or desires and then 10:21 mapping out their abilities is also 10:23 part of what we strive for, right? 10:26 Correct. Yes, that is absolutely right, 10:27 Ms. Ning. So, firstly, we will guide 10:30 what profession the child might pursue 10:34 in the future. Secondly, we also have 10:39 psychometric tests to see which 10:42 direction the child leans toward in 10:45 their learning. We also coordinate with 10:49 the parents regarding this. Whether the 10:54 parents already have plans or 10:56 expectations regarding their child who 10:59 is studying here. We will try to 11:03 coordinate that with the parents as 11:04 well. And here, the school's function 11:07 is that we must map it out, Ms. Ning. 11:10 So that's how it is. Indeed, not all 11:13 children are the same, but we certainly 11:18 emphasize at SMA Insan Mandiri that 11:21 every child is a star. So our task here 11:26 is to find the potential and strength 11:30 of each child, Ms. Ning. So, this is 11:34 indeed not an easy task for us. This is 11:36 a tough challenge, a big challenge for 11:38 us. Where we have to find the potential 11:41 and ability of each child which varies. 11:45 And because of that, we never force the 11:48 children, but we facilitate and guide 11:51 them. That’s how it is, Ms. Ning, in 11:54 this activity. 11:55 It's really cool, right, Ikhwan and 11:56 Akhwat. Because if we know our 11:59 children's abilities, the guidance will 12:02 be much more precise. Meanwhile, 12:06 besides academic skills, the enrichment 12:09 class also helps our students build 12:12 things beyond knowledge, like 12:14 self-confidence or perhaps mental 12:17 readiness for exams. 12:19 That is absolutely right, Ma'am. So, of 12:21 course, if we have better preparation, 12:25 it will make us more confident in 12:28 facing the tests that will be taken. 12:33 Moreover, the students 'readiness with 12:35 this enrichment program is higher 12:38 because they are used to doing the 12:40 tasks we provide, where the question 12:42 standards match what they will face in 12:45 the exams. Yeah. 12:48 That certainly won't be a problem for 12:50 them in the future when solving those 12:52 types of questions. That's it, Ms. Ning 12:54 . 12:56 And so far, during the journey of how 12:58 this enrichment class has been running, 13:01 has there been any visible progress in 13:04 the children who are 13:07 in this circle? 13:08 Well, all right. Alhamdulillah, the 13:11 children have experienced a lot of 13:13 improvement in terms of the tests since 13:16 this enrichment program started, where 13:19 there was even a tryout from a tutoring 13:23 center recently. Well, it can be seen 13:27 that there is an increase in scores, 13:28 which we consider quite significant, 13:30 Ms. Ning. So, alhamdulillah, this is 13:32 also due to the children's hard work. 13:34 So with this program, because they 13:36 already know what the question models 13:39 are like, they definitely won't be 13:41 surprised, Ms. Ning, because they are 13:43 used to studying and solving the types 13:46 of questions that they 13:48 are accustomed to doing every day. Ms. 13:51 Ning, 13:52 that's really cool, right. Once again, 13:55 brothers, sisters, moms, and dads at 13:58 home, hearing this, you can see how 14:01 amazing the support from the school is 14:04 in helping children choose things that 14:07 suit their interests and abilities. But 14:13 actually, what is meant by "dream 14:16 design"—a term we've heard—that 14:19 serves as the background for the school 14:22 creating this program for the students? 14:28 Okay. So, we actually have a dream 14:32 design program here at SMA Insan 14:34 Mandiri, Ms. Ning. Besides the 14:37 enrichment class program, what is meant 14:39 by this dream design? It's where 14:43 students create a plan regarding what 14:46 they want to become and what their 14:50 roadmap looks like. They start making 14:54 it from 10th grade, Ms. Ning. So, we 14:59 truly guard and guide the children here 15:03 regarding this dream design program. 15:09 Because in several cases, Ms. Ning, 15:11 many children feel that when they are 15:14 in their third or fourth year of 15:16 college, they realize they chose the 15:19 wrong major. So, that is the background 15:22 behind it. So sometimes, when choosing 15:24 a major, they just follow their friends 15:26 , asking, "Hey, what major are you 15:28 taking?" They don't really know where 15:30 they're headed yet. They just follow 15:33 along, and after experiencing campus 15:35 life, it turns out it doesn't meet 15:36 their expectations. It turns out that 15:40 their passion wasn't actually there. So 15:43 , we want to, what should I say? We 15:46 want to reduce the occurrence of such 15:48 cases, one of which is through this " 15:50 designing future aspirations" program. 15:53 So, the children really have a clear 15:56 picture, direction, and planning for 15:58 what they need to do to achieve the 16:00 goals they are aiming for. Like that, 16:04 Bu Ning. 16:06 Yes. Can you imagine, brothers and 16:08 sisters, that this is 16:11 some kind of extraordinary circle for 16:13 our children to know where to go and 16:15 what steps to take. Now, I would like 16:19 to ask Ibu Neni Riana, I want to know, 16:21 what is the series of "designing future 16:23 aspirations" programs implemented in 16:25 the school that is currently in effect? 16:29 Right, thank you, Ibu Ning, for the 16:31 question. So, perhaps it has already 16:34 been explained at length by Pak Wiko, 16:36 ma'am, regarding what exactly " 16:37 designing future aspirations" is. So, 16:40 this "designing future aspirations" is 16:43 indeed a series where the children 16:46 arrange and design their goals, 16:48 prepared from grade 10 up to grade 12. 16:52 Now, as for what was conveyed by Pak 16:54 Wiko regarding enrichment, that is 16:55 actually part of the "designing future 16:57 aspirations" series itself, Bu Ning. So 17:01 , if I may explain from the beginning, 17:03 when students first become new students 17:05 at SMA IT Insan Mandiri Cibubur, we 17:07 will first introduce to them what " 17:09 designing future aspirations" is. Why 17:13 it is needed, and how important it will 17:15 be in our future lives. Like that. Now, 17:18 usually these 10 th-grade students, Bu 17:20 Ning, if they just enter and we ask, " 17:22 What do you want to be in the future?"" 17:24 Where do you want to go?""Where will 17:26 you study, where will you continue?" 17:28 The answer is definitely, "I don't know 17:30 ,""I haven't decided," or "Ask my 17:31 parents." It's still like that. But 17:34 later, in the beginning, we will open 17:36 the mindset of these righteous children 17:39 first. So, come on, kids, we will 17:42 explore it first, we as teachers will 17:44 help. First, we open their mindset 17:46 about "designing future aspirations." 17:49 Then, subsequently, we have a series of 17:51 tests, Ibu Ning. So we have the MIR, or 17:53 Multiple Intelligences Research, test 17:55 and also the DISC test. Where this MIR 17:58 test is, firstly, to determine and find 18:01 out what their potential is. As Pak 18:04 Wiko mentioned earlier, we don't want 18:06 these children to choose the wrong 18:07 major. So, where does their potential 18:10 lie? What are their talents and 18:12 interests like? Now, from this MIR test 18:16 , it will also point out, Ibu Ning, 18:19 what majors they might be suitable for; 18:22 that's also included. Then, this DISC 18:26 test is for their characteristics. 18:29 Meaning, what am I really like? 18:32 So, if I choose this major later, what 18:34 steps should I take, what should I do, 18:35 and will this actually be a good fit 18:37 for me? Exactly like that. So, after 18:40 that, they create a roadmap. Boom. So, 18:43 okay, I will decide that I want to 18:45 pursue this profession. Then I will get 18:49 into this university. Then I will, um, 18:56 what exactly will I do after high 18:58 school so that I can get into the 19:01 university or college I’m aiming for. 19:04 Well, it will also be assisted by a 19:06 coach. 19:07 Mrs. Ning. So, if in other schools 19:10 there might be a homeroom teacher, with 19:12 us, they are called coaches. So, we 19:14 will coach every student. At SMA IT 19:18 Insan Mandiri in Cibubur, a teacher's 19:20 duty is not just to teach and educate, 19:23 but we also act as their guidance 19:25 counselor. Yes. 19:28 So, we don't just put this burden on 19:30 the guidance counselor, Mrs. Ning, but 19:32 every teacher acts as a coach for 19:34 several students. Now, after that, who 19:37 we coach is not just the students, Mrs. 19:39 Ning, but also the parents. Because 19:43 sometimes a child's choice is not yet 19:45 in sync with the parents' choice. That 19:49 is where we come in. Then we explain 19:52 things like this. The child. The child 19:55 will also present what is called an 19:57 SLPC. The student explains to their 20:00 parents, Mrs. Ning, what they want to 20:03 become and what their roadmap looks 20:05 like. And there, parents can ask 20:09 directly what the preparations will be. 20:12 What you need to do in 10th, 11th, and 20:14 12th grade. Where this roadmap, Mrs. 20:17 Ning, is something they must follow. So 20:21 , as their, what, their design. So, 20:25 what I want to do in 10th grade, 11th 20:27 grade, and 12th grade. That is why the 20:31 enrichment program is here to help. 20:35 So that what they have designed remains 20:37 within the right corridor. It serves as 20:41 a measuring stick, Mrs. Ning. If I want 20:43 something like this, oh, if I want to 20:45 enter an engineering major, say at ITB, 20:47 then my grades must be a certain level. 20:50 My report card average must be this 20:51 high. Now, this enrichment serves as a 20:54 gauge: have I achieved it yet? If not, 20:57 what else do I need to do? Exactly like 20:59 that. So, that is the initial process. 21:01 Then, we also have what we call a 21:03 maestro class. 21:05 For example, if they want to be a 21:07 doctor, we have been conducting maestro 21:09 classes and internship programs for the 21:11 past two years, Mrs. Ning. So, in this 21:14 Maestro Class, we bring experts to the 21:16 school. So, for instance, if there are 21:19 various professions the kids want, like 21:22 doctors, teachers, or engineering, 21:24 something like that. We bring in 21:26 figures according to the professions 21:29 that the students aspire to pursue. 21:31 They can ask as many questions as they 21:33 want there. What exactly do they need 21:35 to do? And what does the work involve? 21:37 Something like that. That is in Maestro 21:39 Class. Then there is an internship or 21:41 observation program. Now, here, after 21:44 the students realize, "Oh, this is what 21:46 the profession I'm interested in is 21:47 actually like," they go straight into 21:49 the field, Ms. Neng. 21:51 Like that. So, those interested in 21:54 medicine go to hospitals, nutritionists 21:56 go to clinics, for engineering we 21:58 recently collaborated with Telkom, and 22:00 for International Relations we went to 22:03 ministries. So they experience what 22:07 it's really like. From that experience, 22:11 they then share it with their parents 22:14 regarding their readiness, and they 22:17 will be held accountable for it 22:19 themselves. We, the teachers, truly act 22:23 as coaches, guiding them and 22:25 facilitating them. Then, whatever 22:29 obstacles arise, we try to find 22:31 solutions together. And of course, this 22:35 also requires support and synergy from 22:37 the parents as well, Ms. Neng. 22:39 Yes. So, students, realize how 22:42 important parental support is for the 22:45 aspirations of our children to be well, 22:50 to be aligned. Also, how the children 22:55 get to know themselves through this 22:57 event. Because if students create a 23:01 plan and have a roadmap, as mentioned 23:03 earlier, and that starts from grades 10 23:05 , 11, and 12, it is truly extraordinary 23:07 . But speaking of this program, earlier 23:10 it was mentioned that there is specific 23:12 coaching from figures present in that 23:14 Maestro Class. 23:16 Um, what do teachers and students do in 23:19 relation to this? 23:21 Yes. So later, uh this resource person 23:27 or expert will first explain, "Ms. Neng 23:30 , to reach this point, what I actually 23:32 did was this and that." That serves as 23:36 a picture 23:37 for the students, and we teachers then 23:39 motivate them. It is also instilled in 23:42 the students. Usually, students ask, 23:44 Ms. Neng, 23:44 yes, "What does the work entail?""How 23:47 hard is it?" Well, like that. So, this 23:49 is very important. Yes, that's right, 23:52 tailored to their respective 23:54 professions, Ms. Neng. So, they are 23:57 allowed to ask as detailed questions as 23:59 possible to the resource person or 24:01 expert. This will really help them gain 24:05 clarity and a measurable plan for how 24:08 they should act. Because from grade 10, 24:12 we can't just be playing around. I 24:14 instill in the kids that, no, you can't 24:16 . You can't just be serious in grade 12 24:18 , while playing around in grades 10 and 24:20 11. Why? Because they already have many 24:24 pictures and a lot of literacy 24:26 information they have obtained, Ms. 24:29 Neng. So, this makes their drive, their 24:32 push to be meaningful, really serious 24:34 starting from 10th grade, like that. 24:38 Presenting guest speakers through these 24:41 class maestros is certainly missed by 24:44 all the children and even all the 24:46 parents, as it will be very helpful. 24:50 Now, what exactly does the school want 24:52 to instill in the children in more 24:54 detail regarding this program? With 24:57 this program, we want to ensure that 25:00 these children know the extent of their 25:06 learning, where they are headed, and 25:11 then they know the obstacles and 25:15 challenges 25:18 they must pass through the process they 25:21 will undertake later, Mrs. Ning. Like 25:24 that. So they don't take it lightly 25:27 from the beginning. 25:31 So there is a clear picture, and 25:34 experiences shared by our maestros 25:38 according to the professions they will 25:42 eventually want. 25:44 So this profession observation really 25:47 becomes a part that is 25:49 the most 25:50 important in this process, right? 25:52 Because they gain experience 25:55 and also, if this profession requires 25:57 this and that, they really know it. 25:59 Yes. Because later there will also be 26:01 an internship, so they will be even 26:02 more detailed. So they spend 5 days, 26:06 Mrs. Ning, they are more or less at the 26:08 place that will become their future 26:10 profession. 26:13 Yes. They get to know the obstacles 26:15 there, what is done, so it has to be 26:17 like this. So this can reassure 26:19 students and parents, Mrs. Ning. 26:22 Great. 26:22 Like that. 26:24 So, brothers and sisters, if the 26:26 children already know what they aspire 26:28 to and they have studied, we who want 26:30 our children to be pilots when they 26:32 want to be doctors, and after the 26:34 observation it really leads there, we 26:36 have to yield as parents, right? Yeah. 26:40 Okay, so with this profession 26:42 observation activity, brothers and 26:44 sisters, God willing, it will make our 26:46 children's steps easier. Back to Mr. 26:49 Wiko. Regarding the "Dream Design" 26:52 program, Mr. Wiko, in the new school 26:54 year, it's also integrated with that, 26:56 right? The project-based on Quran as 27:00 well. There is also Baitul Maqdis 27:02 literacy. Then finally, of course 27:06 if I'm not mistaken, there's an expo 27:07 exhibition and all. Now, may we know 27:10 what kind of products will be created 27:13 by the children? I saw a picture 27:16 earlier, what was it? Yes. Okay. Yes, 27:22 for this year we are indeed already 27:24 integrated. For this "Dream Design" 27:29 program, it is integrated with the 27:32 project-based on Quran, Baitul Maqdis 27:35 literacy, and later, at the end of the 27:38 steps this semester, they will try to 27:41 create an expo regarding the products 27:44 they have made. Although for the 27:49 products, as previously explained by 27:51 Mrs. Riana, in this dream design, they 27:54 plan what they want to become. 27:57 So, 27:59 in their Quran-based project, they will 28:03 create a project that aligns with their 28:06 aspirations, Ms. Ning. For example, 28:10 it's like this. Later, for the 28:13 Quran-based project, we will create an 28:17 interactive board project. 28:20 Hm. 28:21 Yeah. Like an interactive board. Now, 28:24 here we will map out the children; for 28:28 instance, if they want to be an 28:32 engineer or work in IT, they will be 28:36 involved in the field they’ve chosen. 28:43 There might even be a student who likes 28:46 design, for example. So, this student 28:50 will design what the final product will 28:51 look like. So, essentially, beyond just 28:54 this design goal, Ms. Ning, 28:58 they will create a group startup, a 29:00 mini-company, where inside it, there 29:03 are many roles from various students, 29:06 or santri, according to what they’ve 29:09 aspired to be. What is our focus? Our 29:16 focus might be in the field of 29:18 technology and robotics, Ms. Ning. So, 29:22 for the products, they will indeed lean 29:25 more toward the field of technology and 29:28 robotics. Maybe later, if time permits, 29:33 at the end of the segment, we will try 29:36 to give an overview of what the design 29:39 product looks like. We will simulate it 29:43 briefly, perhaps, Ms. Ning. 29:45 Yes. So, brothers and sisters, we will 29:48 see what has been described and how it 29:50 will turn out. And before we go to Ms. 29:57 Riana again, I think the person we’ve 29:59 been waiting for has arrived. 30:01 Yes. 30:03 He is one of the figures we’ve been 30:07 looking forward to, Mr. Sanggra Patra 30:11 Buana. Familiarly known as Mr. Angga. 30:16 The 'S' is gone, making it Angga. 30:20 According to the information I received 30:23 earlier, he is here representing the 30:26 English as a Second Language program. 30:30 May I borrow the microphone? Okay. 30:36 Peace be upon you, and Allah's mercy 30:38 and blessings. 30:39 And peace be upon you, and Allah's 30:40 mercy and blessings. 30:41 There was an activity I couldn't leave. 30:44 Okay. Earlier, I mentioned English as a 30:48 Second Language. It is implemented at 30:51 the Insan Mandiri Cibubur school. Could 30:54 you describe it a bit? 30:57 Certainly. In the name of Allah. I will 31:00 try to explain what ESL is and why it 31:03 is applied at 31:06 SMA IT Insan Mandiri Cibubur. So, ESL 31:10 is a platform and also a habituation 31:13 program to get children used to 31:15 communicating in English within the 31:18 school environment. Yeah. 31:22 Now, this is also a program that 31:24 provides opportunities for students to 31:27 practice using English, beyond just 31:29 learning theory in the classroom. 31:34 Because the essence of education, 31:36 besides cognitive learning, is that 31:38 they must also implement and learn 31:41 skills. These are the skills that ESL 31:45 builds so that children can get the 31:47 opportunity to use English within the 31:50 school environment. And also to 31:53 increase their self-confidence when the 31:56 children express their perceptions or 31:59 opinions using English. So, it could be 32:03 said that ISLHD here provides an 32:06 opportunity for students to practice 32:09 communicating using English. So in 32:12 their daily life, they can use English, 32:15 right? 32:15 Yes, that's correct. In their daily 32:17 life, the children are indeed required 32:19 to use English. So, how do we habituate 32:23 our students to use English in their 32:26 daily activities at school? To 32:31 habituate the children at school, we 32:34 have created a program, first, there is 32:36 Daily English Communication where the 32:39 children are assigned one day to use 32:41 English when communicating with their 32:44 friends, communicating with teachers, 32:46 or with guidance counselors. Even when 32:51 students enter the teacher's lounge, 32:53 they must convey what they need using 32:55 English. Wow. 32:56 Even when entering the principal's 32:58 office, we have also started having 33:00 them use English. And for the ISL 33:03 program's habituation itself, there are 33:05 several activities. One of them, for 33:09 example, is the conversation club, then 33:12 there is storytelling, and also English 33:14 public speaking. So those activities 33:18 really encourage students to keep 33:20 speaking, keep speaking. No longer 33:22 talking about linguistic theory or 33:25 grammar, but the children are really 33:29 talking about how to implement the 33:31 theories they have learned in class and 33:33 practice them in the ISL environment. 33:39 So even though there are English 33:42 lessons as normal in classrooms at 33:45 other schools, having English used in 33:48 school activities is really 33:50 extraordinary. Then how does the school 33:56 create an environment where, as 33:58 mentioned, they can communicate with 34:01 teachers or friends using English 34:04 without fear of making mistakes? Is 34:07 that easy for the school? 34:11 To say it's easy, it definitely takes a 34:14 process. To say it's hard, as long as 34:17 we are consistent with the process, God 34:18 willing, the children will get used to 34:20 it. However, we do apply and instill 34:23 the concept that "a mistake is part of 34:26 the learning." So, a mistake is a 34:29 learning process that the children must 34:31 go through in their academic journey at 34:34 school. So we provide, what should I 34:37 call it? Motivation to students to 34:40 learn to speak without fear of being 34:42 wrong, without hesitation, without fear 34:45 of incorrect grammar, pronunciation, 34:47 and so on. That is one of the school's 34:50 efforts to ensure this habituation can 34:53 happen at school. 34:55 So, while learning grammar and 34:57 pronunciation, they are also speaking, 34:59 right? Okay. 35:02 Imagine, brothers and sisters, that a 35:04 mistake is part of learning. So don't 35:06 be afraid to make mistakes. It’s the 35:08 same for us at home, right? By the way, 35:11 how does this program help students 35:14 with very different English proficiency 35:17 levels? Perhaps some have grades of B, 35:20 C, or maybe even lower than that. What 35:23 do you think? 35:25 Alright. We actually realize that 35:28 students 'intelligence varies; students 35:32 have different intelligences. Their 35:35 starting points are also different. 35:37 Some students start from the basics, 35:39 some already understand English, and 35:41 others are starting to understand and 35:44 can even speak it. To give students a 35:48 fair opportunity and avoid overlapping 35:50 materials, the first things we do are a 35:53 diagnostic test and a placement test. 35:58 Once the observation is complete, we 36:00 classify them according to their 36:02 respective levels. So, there will be no 36:05 more talk about who is better, smarter, 36:07 or superior to others. Instead, they 36:10 focus on their own levels. We provide 36:14 material according to the level the 36:15 students have, according to their 36:17 abilities. Is that right, Ma'am? 36:20 Yes. Speaking skills in English 36:23 certainly make children more confident, 36:25 don't they? Then, what else is being 36:30 developed through the English program 36:33 at this school? Regarding language 36:39 skill aspects, there are indeed four 36:41 aspects that must be mastered by the 36:44 students. There are listening, speaking 36:48 , then there is writing, and also 36:51 reading. However, the most interesting 36:54 aspect of this language is speaking 36:56 skills. Speaking skill is one of the 37:00 most fundamental skills that has quite 37:02 high market value 37:04 for children to face global challenges 37:08 later on. 37:10 Well, 37:12 we think that speaking will eventually 37:14 dominate those three other skills, 37:16 Ma'am. Yes, 37:17 writing skills, reading skills, and 37:21 listening skills. 37:23 Because that will automatically lead to 37:26 development, both in knowledge and 37:30 skills, as the speaking learning 37:33 process takes place. 37:37 Once this is underway and the children 37:40 start using English, what changes are 37:43 usually seen in them? Right. The 37:48 significant change that occurs is that 37:52 previously, children were shy to ask 37:55 questions in English, 37:59 shy to answer in English, and shy to 38:01 respond in English. That has changed 38:04 significantly in the children. The 38:06 children have started to be brave 38:07 enough to ask questions using English. 38:09 Brave enough to greet me and other 38:12 teachers when they pass by using 38:14 English. I see. 38:15 And they are also brave enough to ask 38:17 how someone is and so on using the 38:18 language. That is one indicator that 38:21 the students have experienced an 38:23 increase in the aspect of 38:25 self-confidence. 38:27 Besides that, we also have a measuring 38:31 tool where every week the children 38:35 perform speaking practice lasting from 38:39 1 to 60 seconds. So, we do create a 38:43 recapitulation regarding the students' 38:46 progress, both weekly and monthly. 38:52 Okay, it seems we are at the end of our 38:55 time, we still have 5 minutes, but 38:59 surely there is something that parents 39:02 need to hear. Still, Mr. Angga, should 39:07 I call you Mister? Um, any message for 39:12 parents looking for a high school who 39:15 want their children to have English 39:18 proficiency, which is definitely very 39:21 necessary for the future? What would 39:23 that be like? 39:25 Uh, for parents who are currently 39:28 looking for a school, surely the 39:31 credibility of the school must also be 39:34 considered. Right. 39:37 However, it should be underlined, um, 39:39 do not just focus on the academic 39:41 grades obtained at certain schools. But 39:46 also, when parents are looking for a 39:48 school for their children, they also 39:51 need to think about how the school can 39:54 shape character, and how the school can 39:57 prepare our children to face future 39:59 challenges, both on a national and 40:01 global scale. Because that is a 40:05 fundamental thing. English is one of 40:09 the aspects that can drive and even 40:12 support a personal career, whether in 40:15 academic aspects, academic journeys, or 40:18 in aspects of proficiency or 40:20 professional life. For example, when a 40:25 child graduates from school, then from 40:28 university, and becomes a professional, 40:31 English speaking ability is also really 40:33 needed for building relationships and 40:36 so on. Therefore, it is necessary to 40:40 consider that apart from academic 40:42 grades in school, parents must also 40:45 think about how children are prepared 40:48 to face global challenges. Yes. Moving 40:53 to Mrs. Riana before going to Mr. Wiko, 40:57 um, what changes are visible in the 41:00 children once they have followed the 41:03 ambition design program? 41:06 Well, thank you, Mrs. Ning. So, the 41:09 changes are very, very visible because 41:11 from the beginning they enter, we 41:13 always ask, "Hey, where do you want to 41:16 go 41:17 later? What do you want to be?" with 41:20 their answers which on average are 41:21 still "I don't know.""I am still 41:24 confused," like that. But once they 41:27 follow the series of ambition design 41:30 sessions with the coaches, they already 41:36 have a direction. They already have 41:40 confidence, they can even assure their 41:43 parents where they are going, what they 41:47 will become, and they dare to take 41:50 responsibility for every action they 41:52 take. It is very visible in the 41:57 children, and even, Mrs. Ning, not only 42:00 do they have confidence, but they also 42:03 have definite steps to take. 42:07 Which is part of the ambition design 42:10 series that was strengthened by the 42:12 enrichment and the ESL program as well. 42:16 Because we want to shape our students 42:19 not only in academics, but also in 42:22 sports. in, uh, non-academics. Then, 42:27 the skills they possess. As Mr. Wiko 42:31 said earlier, SMA IT Insan Mandiri 42:33 focuses on the fact that all children 42:35 are stars. stars with their own 42:39 respective potential. So, whatever our 42:42 children will achieve according to 42:45 their potential, God willing, we, the 42:48 teachers, will always accompany, guide, 42:51 facilitate, and even be there when 42:54 obstacles and challenges occur, Ma'am. 42:58 Mashallah. So, for us parents, brothers 43:02 and sisters, it is very necessary to 43:05 consider this career design program 43:07 when choosing a school for our children 43:10 . 43:11 Right. Okay, we are reaching the end, 43:13 so once again, over to Mr. Wiko. Could 43:15 you please give us your closing 43:17 thoughts for our discussion this time? 43:22 Well, fathers and mothers, of course we 43:27 do not want our children to be wrong in 43:31 choosing their direction and goals, 43:36 which is why, in the SMA IT Insan 43:40 Mandiri Cibubur program, we have the 43:44 career design program. Yeah. 43:49 We truly direct and guide the sons and 43:53 daughters, the children, so they can 43:57 head toward what they aspire to, like 44:01 that. We try to guide them so that 44:05 there are no mistakes or, yeah, or for 44:11 example, choices that are less than 44:13 ideal, or perhaps children only realize 44:15 those choices after they enter the 44:17 world of. 44:19 campus life, like that, Ma'am. So it is 44:21 too late; we want to avoid things like 44:23 that. So, this career design really 44:27 directs the child's potential as well. 44:32 We support the child and will always 44:36 coordinate with the parents. However, 44:41 not forgetting what I said earlier, 44:44 Ma'am, if there is a segment or a time, 44:47 we will try to showcase what products 44:50 or projects the children will create. 44:53 Yes. In the Quran-based project, the 44:56 Baitul Maqdis project. 44:59 Okay, maybe here you can see, ladies 45:01 and gentlemen. 45:03 Try showing it, bring it closer to the 45:05 camera. Please go ahead. 45:08 Yes. So maybe we will be more, these 45:11 children will move in the STEM field, 45:14 right, fathers and mothers? 45:17 for their projects. One of the 45:20 applications of these STEM projects is 45:22 in the field of robotics. So we want to 45:26 create fun activities for the children. 45:32 So they learn, but they also feel that 45:35 learning is fun. So we will try to 45:39 create simulations or projects that can 45:43 be beneficial for the children and also 45:47 for the community. Now, this is one of 45:50 the examples, Ma'am. So here are some 45:55 robotics projects that will be made by 45:56 the children like this. Now, with this 46:00 robotics, they will be able to control 46:03 it or it can move automatically using a 46:07 device. Now, here is a model of a house 46:09 building. 46:10 Yeah. 46:12 So this is also one of the projects 46:15 made by the children in the career 46:17 design program. Maybe you can take the 46:21 one over there, Ms. Yana, the one with 46:23 the pipes. Okay, there is. 46:27 Just a piece of information, Ma'am. So 46:29 there were children who, in the past, 46:31 really wanted to be architects. 46:33 So this is a mini model, perhaps. Yeah. 46:37 A miniature, and thank God, Ma'am, Ulul 46:40 was the one who made the miniature of 46:42 the school and also our new dormitory. 46:46 Well, they have been accepted by Mrs. 46:48 Ning for architecture as well, yes. 46:51 At a state university in Surabaya. 46:53 Thank God for that. Thank God. And it 46:56 was through the achievement track as 46:57 well. 46:58 Yes. Yes. Yes. 46:59 Thank God. 47:01 So once again, that gives us an idea 47:03 that children, while still in school, 47:06 are already trying to create things 47:08 like we see here, which supports where 47:11 they actually want to go. That is truly 47:15 extraordinary. Once again, we are 47:17 limited by time. So "Save Your Future," 47:21 which was our topic today, hopefully 47:24 persuades all of us listening at home. 47:29 Thank you once again to Mr. Wiko, Ms. 47:31 Neni Riana, and also 47:33 uh Mr. Angga. Oh, my mistake, it's not 47:36 Angga. 47:38 Alright, brothers and sisters. Jendela 47:41 Sekolah will return to your listening 47:43 space, and you can also watch it on our 47:46 Rasil TV YouTube channel. in the next 2 47:50 weeks. Once again, thank you. Billahi 47:52 taufik wal hidayah. Wasalamualaikum 47:54 warahmatullahi wabarakatuh. 
